Abstract
Younger (6- to 8-year-olds) and older (9- to 11-year-olds) children took a multiple-choice test that yielded comparable performances at the two age levels. When subjects estimated their overall performance at the end of the entire test, older children were more accurate and less variable than younger children. This developmental shift in monitoring of performance could not be explained by the development of estimation skills per se, nor could it be explained by developmental changes in monitoring the correctness of responses to individual items. Younger children were less accurate in judging the correctness of responses to individual items than were older children, with older children manifesting higher signal-detection indices. Statistically significant developmental improvements in monitoring at the item level, however, occurred in girls only.
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